Explaining the Relationship Between Perceived Educational Justice and Students’ Mental Health with the Mediating Role of Sense of Worth at School

Abstract

This study aimed to explain students’ lived experiences of the relationship between perceived educational justice and mental health, with emphasis on the mediating role of sense of worth at school. This qualitative study was conducted using thematic analysis. The participants were 22 upper-secondary school students in Tehran, Iran, selected through purposive sampling with attention to variation in gender, grade level, school type, and academic status. Data were collected through semi-structured interviews, and sampling continued until theoretical saturation was achieved. Inclusion criteria included enrollment in grades 10 to 12, willingness to participate, ability to articulate school-related experiences, and provision of informed consent. Data were analyzed through open, axial, and selective coding using NVivo software. Credibility and trustworthiness were enhanced through member checking, peer review, an audit trail, and constant comparison of codes and categories. Data analysis led to the identification of five main categories: “fairness in learning opportunities and access to resources,” “justice in teacher–student interactions,” “fair assessment and respectful feedback,” “being seen, belonging, and feeling valued at school,” and “psychological consequences of perceived justice or injustice.” The findings indicated that perceived educational justice contributes to students’ mental health when students feel heard, are not judged merely by grades, have equal opportunities for development, and experience recognition of their human worth in school relationships. Sense of worth at school emerged as a mediating mechanism explaining how educational justice may influence psychological calmness, reduced anxiety, academic hope, and self-acceptance. The results suggest that educational justice is not merely an administrative or instructional principle; rather, it is a psychological and relational experience that can promote students’ mental health by strengthening their sense of worth at school. Accordingly, school policies should focus not only on equal distribution of educational resources but also on interactional quality, assessment practices, student voice, and a culture of respect.